Teachers don’t teach content in the abstract; they teach it to students. In order to ensure student learning, therefore, teachers must know not only their content and its related pedagogy but also the students to whom they wish to teach that content. In ensuring student learning, teachers must appreciate what recent research in cognitive psychology has confirmed, namely, that students learn through active intellectual engagement with content. While there are patterns in cognitive, social, and emotional developmental stages typical of different age groups, students learn in their individual ways and may have gaps or misconceptions that the teacher needs to uncover in order to plan appropriate learning activities. In addition, students have lives beyond school—lives that include athletic and musical pursuits, activities in their neighborhoods, and family and cultural traditions. Students whose first language is not English, as well as students with other special needs, must be considered when a teacher is planning lessons and identifying resources to ensure that all students will be able to learn.

Danielson, C. 2013

Artifact 1b-1

Connection Case Study: In this case study I analyzed the needs of a specific student across four different areas. In the Danielson component 1B it says, “While there are patterns in cognitive, social, and emotional developmental stages typical of different age groups, students learn in their individual ways and may have gaps or misconceptions that the teacher needs to uncover in order to plan appropriate learning activities” (Danielson, C., 2013). I not only learned about the patterns in cognitive, social, and emotional developmental stages typical in her age groups, but also how I could help this student with her specific needs. As I focus on the needs of individual students, I am able to help them in ways that I otherwise would not be able to. 

Artifact 1b-2

Case Study: English as a Second Language: This case study demonstrates my knowledge of individual students. In Danielson’s Framework it says “Students whose first language is not English, as well as students with other special needs, must be considered when a teacher is planning lessons and identifying resources to ensure that all students will be able to learn” (Danielson, C., 2013). In this case study I researched about students learning English as a Second Language so I would better understand how I can help my students who are learning English. As part of my study I interviewed a student who had to learn English. From the interview I learned different strategies and resources that I could implement in my teaching.